Launch the Challenge

Overview

Students are introduced to the “Forces in Motion Challenge”: design a vehicle that moves through the action of pushes, pulls, friction, and gravity. They activate prior experiences with moving objects, clarify the inquiry question, and begin a science journal with an initial design sketch and wonderings.

Learning intentions

Students will:

• identify pushes and pulls as forces that can cause movement;
• recognize that friction and gravity can affect how objects move;
• ask questions and make an initial prediction about a vehicle design;
• use a labelled sketch to communicate an idea for investigation.

Success criteria

• I can describe a push and a pull using an example.
• I can identify where friction or gravity might affect a moving vehicle.
• I can draw and label an initial vehicle idea.
• I can write at least one question or wonder about making a vehicle move.

Curriculum links

• Forces Causing Movement: investigate how forces can cause movement and change the speed or direction of objects.
• Forces Causing Movement: identify everyday examples of pushes, pulls, friction, and gravity.
• Science and Technology Skills: ask questions, make predictions, communicate ideas, and record observations.
• Fundamental concepts: explore interactions between forces and objects in a system.

Lesson structure (30 minutes)

1. 0–4 min · Hook and notice. Teacher shows a short, age-appropriate forces video or song using the opening hook slide and video prompt, then asks, “What made the objects move, stop, or change direction?” Students silently notice examples and share one observation with a partner.

2. 4–9 min · Introduce the challenge. Teacher displays the Forces in Motion Challenge slide and explains: “Your team will eventually design a vehicle that moves using forces such as pushes, pulls, friction, and gravity.” Emphasize that today is for ideas and questions, not building. Students restate the challenge in their own words and identify one part that sounds interesting or difficult.

3. 9–15 min · Build shared understanding. Teacher uses the force examples and discussion slides to model simple examples: pushing a toy car, pulling a wagon, friction slowing a shoe or vehicle, and gravity pulling objects downward. Ask: “Which force starts the movement?” “Which force might slow it down?” “Can more than one force act at the same time?” Students use gestures and everyday examples to classify forces as push, pull, friction, or gravity.

4. 15–19 min · Co-create success criteria. Teacher presents the draft criteria on the success criteria discussion slide and invites students to suggest what a successful first idea should show. Record student language, ensuring the class agrees that a sketch should show a vehicle, labels, a possible force, and a question or wonder. Students help revise the criteria and give a thumbs-up when each statement is clear.

5. 19–27 min · Journal launch. Teacher distributes the Forces in Motion science journal starter and models a quick labelled sketch without presenting a “perfect” design. Students draw an initial vehicle idea, label at least one force, and complete the prompts: “I think my vehicle will move because…” and “I wonder…” Encourage students to include arrows to show the direction of a push, pull, friction, or gravity.

6. 27–30 min · Share and scan. Teacher invites two or three students to share a sketch or wonder, then scans journals while asking individuals, “What force is shown here?” and “What evidence makes you think it will move?” Students hold up their journals for a quick check and name one force they expect to investigate in the next lesson.

Resources

• the Forces in Motion Challenge slide deck
• the Forces in Motion science journal starter
• Short age-appropriate forces video or song embedded or linked in the slide deck
• Projector or interactive whiteboard
• Pencils, erasers, and coloured pencils
• Science journals or notebook paper
• Chart paper or whiteboard
• Optional toy car, ball, wagon image, or classroom object for demonstrations

Assessment

• During discussion, listen for students’ ability to distinguish pushes and pulls and connect friction or gravity to movement.
• Scan journal sketches for a vehicle idea, a labelled force, a directional arrow, and a relevant wonder; confer briefly with students who need prompting.
• Use the final share to identify misconceptions, such as describing gravity as a push upward or friction as a force that always stops movement.

Differentiation

• Provide picture cues, gestures, and sentence starters: “A push is…,” “A pull is…,” “My vehicle may move because…,” and “I wonder…”.
• Allow students to draw, dictate, scribe, or record an oral response; provide a partially completed journal template and a small word bank for students who need writing support.
• Invite students ready for extension to show two forces acting on the vehicle and explain whether each force helps, slows, or changes its movement.
• Pair students strategically for discussion. Pre-teach force vocabulary, repeat key instructions, and provide a quiet workspace or movement break as needed for students with sensory, attention, language, or fine-motor needs.